Seeing is Believing: The Psychological Importance of Media Representation
Originally published in Hunter College's Psychology News, Spring 2018 edition.
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| Image from http://annenberg.usc.edu/inequality-900-popular-films |
Racial stereotypes depicted in media, such as television news, can have various implications on the individual and on societal levels (Rivadeneyra, Ward, & Gordon, 2007; Mastro, 2015). Other marginalized groups may be stereotyped as well, and stereotypes by definition may limit one’s beliefs about the identities and abilities of others. For example, Rivadeneyra et al. (2007) found that Latinx high school and college students who watched TV more often, tended to have lower “social and appearance self-esteem.” Stereotypes may also impact behavior towards those being stereotyped; media representation may propagate stereotypes regarding disability that impact how people, such as teachers, may interact with individuals with disabilities (Samsel & Perepa, 2013).
Additionally, media depictions, such as princesses in children’s movies, may affect gender stereotypes; exposure to Disney princesses was found to be “related to higher levels of female gender-stereotypical behavior for both, boys and girls” (Coyne, Linder, Rasmussen, Nelson, & Birkbeck, 2016). Female gender-stereotypical behavior in girls may be related to stereotype threat because the performance of girls on something like a math test may be impacted by preconceived notions of stereotypes, potentially discouraging girls from believing in and challenging themselves (Huguet & Régner, 2007). On the other hand, princesses may provide positive female role models for young boys that may lead to less hyper-masculine expression, which may have developmental benefits over lifetime (Coyne et al., 2016). However, the study mostly focused on white, middle class children and further research should be done regarding children from other demographics and nonbinary children.
Media may also affect identity formation; visible role models may have positive impacts on LGBTQ+ individuals, suggesting positive impact on the proper representation of a marginalized identity in the media (Gomillion & Giuliano, 2011). Quantitative and qualitative data demonstrate that media influenced identity formation, comfort with identity, and “coming out” of gay, lesbian, and bisexual teens in Texas (Gomillion & Giuliano, 2011). Gomillion and Giuliano (2011) found that more females identified with shows that features queer female characters, which was the same with males as well, though further research should be done with populations who identify as genderqueer or transgender. Cultural factors may play a role in how one deals with one’s identity, such as by coming out or hiding it, and realistic portrayal of diverse characters may help to shape the culture so as to help create a more tolerant environment.
More research should be done to better understand the cognitive, behavioral, and affective impacts of media representation on mis- and under-represented groups. However, since the psychological literature already suggests significant effects of the diversity in media, society should support things, such as equity clauses or inclusion riders, a concept developed by Dr. Stacy Smith and cited by Frances McDormand in her 2018 Oscar speech (Smith, Choueiti, & Pieper, 2017). Everyone should have the ability to tell their own stories and be inspired by the stories of others like them, and psychological research may help advocate for this essential diverse media representation.
Additionally, media depictions, such as princesses in children’s movies, may affect gender stereotypes; exposure to Disney princesses was found to be “related to higher levels of female gender-stereotypical behavior for both, boys and girls” (Coyne, Linder, Rasmussen, Nelson, & Birkbeck, 2016). Female gender-stereotypical behavior in girls may be related to stereotype threat because the performance of girls on something like a math test may be impacted by preconceived notions of stereotypes, potentially discouraging girls from believing in and challenging themselves (Huguet & Régner, 2007). On the other hand, princesses may provide positive female role models for young boys that may lead to less hyper-masculine expression, which may have developmental benefits over lifetime (Coyne et al., 2016). However, the study mostly focused on white, middle class children and further research should be done regarding children from other demographics and nonbinary children.
Media may also affect identity formation; visible role models may have positive impacts on LGBTQ+ individuals, suggesting positive impact on the proper representation of a marginalized identity in the media (Gomillion & Giuliano, 2011). Quantitative and qualitative data demonstrate that media influenced identity formation, comfort with identity, and “coming out” of gay, lesbian, and bisexual teens in Texas (Gomillion & Giuliano, 2011). Gomillion and Giuliano (2011) found that more females identified with shows that features queer female characters, which was the same with males as well, though further research should be done with populations who identify as genderqueer or transgender. Cultural factors may play a role in how one deals with one’s identity, such as by coming out or hiding it, and realistic portrayal of diverse characters may help to shape the culture so as to help create a more tolerant environment.
More research should be done to better understand the cognitive, behavioral, and affective impacts of media representation on mis- and under-represented groups. However, since the psychological literature already suggests significant effects of the diversity in media, society should support things, such as equity clauses or inclusion riders, a concept developed by Dr. Stacy Smith and cited by Frances McDormand in her 2018 Oscar speech (Smith, Choueiti, & Pieper, 2017). Everyone should have the ability to tell their own stories and be inspired by the stories of others like them, and psychological research may help advocate for this essential diverse media representation.
References
- Coyne, S. M., Linder, J. R., Rasmussen, E. E., Nelson, D. A., & Birkbeck, V. (2016). Pretty as a Princess: Longitudinal Effects of Engagement With Disney Princesses on Gender Stereotypes, Body Esteem, and Prosocial Behavior in Children. Child Development, 87(6), 1909-1925. doi:10.1111/cdev.12569
- Gomillion, S. C., & Giuliano, T. A. (2011). The Influence of Media Role Models on Gay, Lesbian, and Bisexual Identity. Journal of Homosexuality, 58(3), 330-354. doi:10.1080/00918369.2011.546729
- Huguet, P., & Régner, I. (2007). Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances. Journal of Educational Psychology, 99, 545. doi:10.1037/0022-0663.99.3.545
- Mastro, D. (2015). Why the Media’s Role in Issues of Race and Ethnicity Should be in the Spotlight. Journal of Social Issues, 71(1), 1-16. doi:10.1111/josi.12093
- Rivadeneyra, R., Ward, L. M., & Gordon, M. (2007). Distorted Reflections: Media Exposure and Latino Adolescents' Conceptions of Self. Media Psychology, 9(2), 261-290. doi:10.1080/15213260701285926
- Samsel, M., & Perepa, P. (2013). The impact of media representation of disabilities on teachers perceptions. Support for Learning, 28(4), 138-145. doi:10.1111/1467-9604.12036
- Smith, S. L., Choueiti, M., & Pieper, K. (2017). Inequality in 900 Popular Films (Rep.). Annenberg, CA: Annenberg Inclusion Initiative at USC Annenberg.
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